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Significance tests \(A\) test of \(H_{0} : p=0.5\) versus \(H_{a} :\) \(p>0.5\) has test statistic \(z=2.19\) . (a) What conclusion would you draw at the 5\(\%\) significance level? At the 1\(\%\) level? (b) If the alternative hypothesis were \(H_{a} : p \neq 0.5\) what conclusion would you draw at the 5\(\%\) significance level? At the 1\(\%\) level?

Short Answer

Expert verified
At 5% level: reject \(H_0\) for both \(H_a: p>0.5\) and \(H_a: p\neq0.5\). At 1% level: do not reject \(H_0\) for either alternative.

Step by step solution

01

Understand the Hypotheses

We are given a test of the null hypothesis \( H_0: p = 0.5 \) against the alternative hypothesis \( H_a: p > 0.5 \). Here, \( p \) is likely the population proportion the test is concerning.
02

Evaluate the Z-statistic Against Critical Values

For part (a), given \( z = 2.19 \), we compare this Z-value to critical values for different significance levels. The critical z-value at the 5\(\%\) significance level is 1.645, and at the 1\(\%\) significance level, it is 2.33.
03

Step 3a: Conclusion for Part (a) at 5% Significance Level

Since \( z = 2.19 > 1.645 \), we reject the null hypothesis \( H_0 \) in favor of \( H_a: p > 0.5 \) at the 5\(\%\) significance level.
04

Step 3b: Conclusion for Part (a) at 1% Significance Level

Since \( z = 2.19 \) is less than 2.33, we do not reject the null hypothesis \( H_0 \) at the 1\(\%\) significance level for \( H_a: p > 0.5 \).
05

Re-evaluate for Different Alternative Hypothesis

For part (b) with \( H_a: p eq 0.5 \), check critical values for two-tailed tests. At the 5\(\%\) level, the critical z-values are \( \pm 1.96 \), and at 1\(\%\), they are \( \pm 2.576 \).
06

Step 5a: Conclusion for Part (b) at 5% Significance Level

Since \( z = 2.19 \) falls outside \( \pm 1.96 \), we reject \( H_0 \) at the 5\(\%\) significance level for \( H_a: p eq 0.5 \).
07

Step 5b: Conclusion for Part (b) at 1% Significance Level

Since \( z = 2.19 \) is within \( \pm 2.576 \), we do not reject \( H_0 \) at the 1\(\%\) significance level for \( H_a: p eq 0.5 \).

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Understanding Significance Level in Hypothesis Testing
A significance level is a critical concept in hypothesis testing. It represents the threshold at which we decide whether to reject the null hypothesis. This level is usually expressed as a percentage, such as 5% or 1%.

The significance level helps determine the critical value(s) we compare our calculated test statistic against. If our test result falls beyond this critical region, it provides significant evidence to reject the null hypothesis. For instance:
  • If we choose a 5% significance level, we are saying there's a 5% risk of rejecting the null hypothesis when it is actually true (Type I error).
  • A 1% significance level offers more stringent criteria, lowering the risk of Type I error to just 1%.
Choosing a significance level depends on how risk-averse we want to be regarding making an incorrect decision in our test.
Decoding the Z-Statistic
The z-statistic is a numerical measure that helps us understand the relationship between our sample and the population in hypothesis testing. In many scenarios, we use the z-statistic to determine if there is enough evidence to reject the null hypothesis.

The z-statistic applies to population proportions and is calculated from sample data. The formula for the z-statistic in this context is:\[z = \frac{\hat{p} - p_0}{\sqrt{\frac{p_0(1-p_0)}{n}}}\]where:
  • \( \hat{p} \) is the sample proportion,
  • \( p_0 \) is the population proportion under the null hypothesis,
  • \( n \) is the sample size.
The z-statistic gives a sense of how far away our sample proportion is from the population proportion under the null hypothesis, measured in standard deviation units. A high z-value may indicate strong evidence against the null hypothesis when compared against critical values.
Interpreting Critical Values
Critical values are essential for making decisions in hypothesis testing. They define the boundaries of the rejection region of the null hypothesis. When you conduct a z-test, your computed z-statistic is compared against these critical values.

For example:
  • With a 5% significance level for a one-tailed test, if the z-value is greater than 1.645 (or 1.96 for a two-tailed test), we reject the null hypothesis.
  • For a 1% significance level, the critical z-value for rejection would be greater than 2.33 in a one-tailed test (or 2.576 for a two-tailed test).
These boundaries tell us how extreme the test statistic must be in order to reject the null hypothesis. If the calculated z falls into the rejection region defined by the critical values, it means the sample data provides enough evidence to reject the null hypothesis.
Exploring the Concept of Population Proportion
Population proportion refers to the fraction or percentage of the total population that possesses a particular characteristic of interest. When we conduct a hypothesis test involving population proportions, we often check whether the sample proportion differs significantly from the population hypothesis proportion.

A test involving population proportion usually compares a claimed proportion (under the null hypothesis) with the observed sample proportion. We often denote the claimed or null hypothesis proportion as \( p_0 \) and the sample proportion as \( \hat{p} \). The goal is to see if any observed difference can be attributed to random chance or if there is evidence of a real effect.

Understanding this concept is crucial because it helps us determine the accuracy of assumptions related to larger populations based on sample findings. Thus, hypothesis tests on population proportion are instrumental in fields like market research, polling, and quality control.

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Most popular questions from this chapter

Right versus left The design of controls and instruments affects how easily people can use them. A student project investigated this effect by asking 25 right-handed students to turn a knob (with their right hands) that moved an indicator. There were two identical instruments, one with a right-hand thread (the knob turns clockwise) and the other with a left-hand thread (the knob must be turned counterclockwise). Each of the 25 students used both instruments in a random order. The following table gives the times in seconds each subject took to move the indicator a fixed distance: (a) Explain why it was important to randomly assign the order in which each subject used the two knobs. (b) The project designers hoped to show that right-handed people find right- hand threads easier to use. Carry out a significance test at the 5% significance level to investigate this claim.

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